Monday, Dec. 22 Agenda

}Bell Ringer: suffixes

}Social Awareness Presentations

}Part one Quiz

◦Answer questions

◦Grade/Check the answers to your questions (each answer worth 2 pts)

◦Write who created and answered the questions and turn it in

◦Read 14-15

}With your discussion group, discuss annotations and how the concepts of “coming of age” and stereotypes/discrimination are seen in ch 12 and 13 (add to posters)

}Begin brainstorming any current issues or events that you can relate to or connect to TKAM

}Homework: Read ch 14 and 15, post it important points (any quotes, examples of focus points), one question

Friday, Dec. 19 Agenda

}Bell Ringer: Two question quiz

}Writing Section: Is Jem a hero? Is Jem courageous? How, why, what’s the difference?

}Discuss characterization of Atticus.  What do we know about him so far? How do we know these things?

}Begin Discussion with small group then Discuss ch 10 and 11 as a large group

◦add Atticus’/Maudie’s mockingbird quote to notes or words of wisdom –each group needs to write one quote on WoW sheet, Discuss each person’s discussion question and annotations

}How does Jem in ch 11 relate to focus question of coming of age? (cover this before we go to large group)

}Part One Review Questions

◦Create at least 10

◦Use all of the Ws and How

◦Cover all of the big ideas/issues of pt 1

}Social Awareness Presentations:

}Homework: Read ch 12 and 13, annotations, 1 discussion question; Review Questions if you didn’t finish in class

Thursday, Dec. 18 Agenda

}Bell Ringer: Annotation check: find your discussion question and show it to me when I come to you while you are writing:  In Writer’s Notebook:  What kind of a narrator is Scout? Should we believe what she tells us? Why? Why do you think Harper Lee chose to tell the story this way? 

}Q-Chart and creation of better discussion questions

}Small Group discussion of 8-9

◦Discuss WN entry, annotations and focus points

◦Add to Gifts focus question, courage, prej/stereotype/discrim, WoW?

◦Create some discussion questions (bottom right of chart) for 6-9, as a group, discuss them

◦Pick best question and discussion you had on it, and explain the increased understanding from it to the large group

}Homework: 10-11, annotations and discussion question

}Social Awareness: 3rd Block: Thorne, Brittanie, Quentin, Spencer  4th: Anyone who is done…

Wednesday, Dec. 17 Agenda

}Bell Ringer: suffixes

}Annotation check

}Social Awareness: 3rd:, Dani, Emily, Alaina 4th: Ben,

}Discuss 6 and 7 with small group

◦Who was leaving the gifts, why do you think that?

◦Why didn’t Mr. Radley shoot Jem, did he know it was Jem?

◦Why does Jem go to get the pants? (who sewed the pants?)

◦Why did Mr. Nathan fill the knot hole with cement?

}What are some differences between the way Scout and Jem act, see the world, think, etc?

◦What does Jem realize in 7 that Scout doesn’t?

◦How does Jem show coming of age?

}As you are discussing annotations and these questions, talk about focus points, adding to your notes sheet.

}You need to write many things on posters.  Today’s group assessment will be on the posters, do you as a class have all of the information needed (as determined by me) on the posters??

}Discussion of Focus Question examples (posters) and discussion questions

}HW: Read ch 8-9, annotations (min. 6 plus discussion question)

Tuesday, Dec. 16 Agenda

}Bell Ringer: In writing section: What are the three most important events, ideas, details or pieces of information from the first five chapters of TKAM?  Why do you think each one is important? Put annotations on desk for checking, work on homework while waiting

}Social Awareness Presentations: 3rd: Cole, Kylie, Jase, Kenna  4th: Olivia, Becca, Rachel, Jami

}With the group, discuss “How the Novel Came to Be Written,” your writing section entry, your annotations from 4 and 5 and create discussion questions about the first five chapters of the book for a large group discussion

}Posters –need to write on at least two

}Submit your group’s best discussion questions (3) from the first 5 chapters

}Discuss the entry and submitted discussion questions with the large group (tomorrow when all are here)

}Read ch 6-7 and annotations, 

Monday, Dec. 15 Agenda

}Bell Ringer: Words of Wisdom page

}In writer’s notebook: What does Atticus mean when he says “If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks.  You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.”? (ch 3) Do you agree or disagree? Explain your answer.  Does Atticus behave this way?  Give an example.

}Survey results

}Rubric

}Small Group Discussion on ch  1-3

}Important Characters –start the list and descriptions with your group

}Focus Question Discussion: Hypocrisy, gifts (metaphoric)

}Ch 4-5 due Tuesday: Minimum of six annotations plus one discussion question

◦While reading, look for any words of wisdom, “gifts” focus question, main/important points

Friday, Dec. 12 Agenda

}Bell Ringer: Social Awareness Presentation Order

}Rubric Creation: get in your groups, take out your rubrics

}What are Focus Points? How we use them

}Read beginning of chapter 1: start together: Start annotations -aim for at least 8 ?s/comments/details/connections to focus points you are thinking while reading/things that you think may be important later/etc. on the first ch (in own notebook or on post its), finish on own

}Homework: Read 2 and 3, minimum of 6 annotations, one discussion question based on anything read ch.1-3

◦https://www.youtube.com/watch?v=HjV6RqP0ctc if you want to listen to the chapters, that is fine (if you are a fast reader, this will take you much longer though), but make sure you still create annotations!

Thursday, Dec. 11 Agenda

}Bell Ringer: Online Survey: Go to my blog, click on the link in post titled “online survey”.  When you are done answering all questions, pick one of them and write your thoughts about it in your writer’s notebook (at least a paragraph). -bring paragraph to me when done

}AoW Discussion

}Read: “How the novel came together” article

}Small Group Expectations: Rubric Creation

Wednesday, Dec. 10 Agenda

}Bell Ringer: Word Parts

}Finish group presentations

}Work Cited Reminder

}Research Time:

◦Remember, you need images, videos, audio files, you don’t just want words on the screen

◦USE the RUBRIC to check if you are doing things correctly!!

}Presentation Work Time: Final time

Online Survey: Thursday's Bell Ringer

Here is an online survey for you to take that will be used as we discuss the big ideas in our next book, To Kill a Mockingbird.


In case you missed the link in the previous sentence:
http://kwiksurveys.com/s.asp?sid=5rfvgiixlf4en07462944

Tuesday, Dec. 9 Agenda

}Bell Ringer: ACT Prep

}To Kill a Mockingbird Intro

}Background Info Groups

◦Read your article or information

◦Take notes on the most important info

◦Figure out how your group will present this information to the class (all must talk)

}Background Info Presentations

◦Make sure to take notes on what you feel will help you understand the novel as we read it

Monday, Dec. 8 Agenda

}Bell Ringer: In your writer’s notebook, write for awhile about people who you have heard speak that you liked/were interested in and those that you didn’t/were bored by. Then begin a brainstormed list about the characteristics public speakers need to be effective.

}Discuss what you wrote

}Public Speaking characteristics

}Works Cited Page (due when you present)

}Research/Project work time

◦REMEMBER: CITE YOUR SOURCES ON YOUR PROJECT!!!

◦Remember, you need images, videos, audio files, you don’t just want words on the screen

◦USE the RUBRIC to check if you are doing things correctly!!

Friday, Dec. 5 Agenda

}Bell Ringer: Roots

}Finishing Notes and Creating Presentation: prezi, wevideo, power point?, movie maker, picktochart, thinglink

}Tying Romeo and Juliet into presentation

◦You have your three pieces of textual evidence, somehow work them into your presentation

–Needs to logically work, needs to flow with what you are including from your research

}Research Time

◦Begin or continue notes, look on your rubric (IDEAS section) if you aren’t sure what to take notes on

◦Ways to present: Web page, video, power point with links, prezi, Thinglink, HaikuDeck, Picktochart

◦As you think of ways to present your information, consider:

–Ways to include videos, audio, images

–How to keep class interested

–Do you want them to think or do anything after seeing your presentation

◦Link to other ideas (sources) or include the videos, pictures, etc in the presentation

◦Work time today, Monday, some Tuesday, maybe some on Wednesday, and the first presentations will be Thursday or Friday (lottery for order Tuesday)

}SSR due!

Research

Go to this site and write down an interesting piece of information you have gathered in your note-taking today.

https://todaysmeet.com/Interesting-Research-Information

Thursday, Dec. 4 Agenda

}Bell Ringer: Turn on your computer, go to the first site listed (also linked on my blog)

◦http://www.dhmo.org/

◦http://zapatopi.net/treeoctopus/

◦http://www.polarisproject.org/

◦http://abcnews.go.com/Technology/story?id=3943187&page=1#.UW6gR6I3uSo

}Research Time

◦You need to have at least 15 potential sources by the end of the block today to be where you need to be

◦Begin or continue notes, look on your rubric if you aren’t sure what to take notes on

◦Ways to present: Web page, video, power point with links, prezi, Thinglink, HaikuDeck, Picktochart

◦As you think of ways to present your information, consider:

–Ways to include videos, audio, images

–How to keep class interested

–Do you want them to think or do anything after seeing your presentation

Website Reliability

Here are the four sites:

}http://www.dhmo.org/

}http://zapatopi.net/treeoctopus/

}http://www.polarisproject.org/

}http://abcnews.go.com/Technology/story?id=3943187&page=1#.UW6gR6I3uSo


When evaluating the sites, check for the following information:

•    Author

•  – Publisher or affiliated group

•   –commercial site (business, selling something, etc)

•  – Bias

•   –Last updated (more recent=best)

•       Advertisements

•       Address

Wednesday, Dec. 3 Agenda

}Bell Ringer: Starting Research 

}Research:

◦Textual Evidence (at least three)

◦Questions and Key Terms (shared with me through Google Drive)

◦Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms

}Issues tied to themes: Examples from last semester 

RESEARCH PROCESS: * needs to be done today

}*Universal Theme

}*At least three lines from the play that show your theme (aim for more if possible)

}*Create some questions that will guide your research: I ask, how is your theme relevant to teens in America today?  You need to research this, so what are some questions or key words that you will use to research?

}Begin researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

}Your final goal is to present your findings to the class in order to give your peers an awareness of issues affecting teens in American society today

Tuesday, Dec. 2 Agenda

}Bell Ringer: Take out your outline and your universal and relevant theme from yesterday

}“How To” questions and key terms for R&J Universal Theme/Social Issue Project

}Essay portion of the test

}When done with your test, work on: R&J Themes/Topic: then and now

◦Find your theme in the play (at least three pieces of textual evidence)

◦Create research focus question and key words

◦Begin compiling list of potential sources

◦Share that list with me through Google Docs

}Research Time

◦Today’s goals:

–Questions and Key Terms

Textual Evidence of Theme in Play

Monday, Dec. 1 Agenda

}Bell Ringer: Take out your outline

}SSR Letter due Friday: this week’s SSR needs to have a paragraph connecting your book with either Romeo and Juliet or a theme you brainstorm today

}Turning Outline to Essay

◦I do then you do with partner based on my outline

}Universal Themes/Topic

◦Brainstorm with friend and choose theme (universal theme that is in Romeo and Juliet and is relevant to teens today)

}Work Time

◦Translation Test (if necessary)

◦Essay Outline Completion/Outline Check

◦Research

◦Reading  your book for SSR letter

MAKE SURE YOUR OUTLINE IS READY FOR THE TEST TOMORROW!!!

Tuesday, Nov. 25 Agenda

}Bell Ringer: Practice Translation Answers

}Scene Translation Test

}When done with test, read your own book or work on your outline

◦Outline due on MONDAY

◦Look at example outline on my blog (linked on the words ‘Sample Outline')

◦If you need a book, sign your name on the white board, or you could use the online text, which is linked on the right side of my blog

Monday, Nov. 24 Agenda

}Bell Ringer: Pardoned and Punished: Who is Responsible?

}View A4

}Creation of outline for test

◦Test Essay notes and outline

}Outline Check when done

}Sample Outline

◦Compare your outline to mine, will yours help you to answer the question? Do you have in-text citations?

}Translation Practice 

}Work time to perfect outline

Friday, Nov. 21 Agenda

}Bell Ringer: Finish Play (A5 S2 and S3)

}Outline to Paragraph Practice:

◦Outline for Who is Responsible?

◦Based off outline, on a sheet of paper: Write a paragraph (TIQA format) explaining who/what tied to a person is most responsible for the deaths of Romeo and Juliet and why.

}Time to work on Outline and/or TIQA Paragraph

}Part of test on Tuesday (Translation part)!

Thursday, Nov. 20 Agenda

}Bell Ringer: Universal Big Idea: Love and Hate

◦On the Big Idea sheet, write how you’ve seen the topics (turn them into themes).  Theme is big idea plus something about it

◦How do each of the themes drive the characters and plot?

}Theme Sharing

}Discuss Friar Laurence’s plan for Juliet

}Act 4, scenes 3, 4, 5

◦How do we see her ‘family’ truly loved her (find textual evidence)?

}Act 5 Scene 1

}Day Chart Check Monday: Detailed Check of 4 and 5 rather than a quiz 

Wednesday, Nov. 19 Agenda

}Bell Ringer: AoW Discussion (15 min MAX)

}Discuss assignment sheet from yesterday:

}Version of Source Text Analysis: Answer these questions:

◦What is an important scene, characterization, etc. in all three versions we ‘experienced’ where choices were made concerning what to keep the same and what to change? What are the most important similarities or differences and what textual evidence can you use to support the choices made by the directors?

}Finish Viewing A3

}Read A4 Scenes 1, 2 

Tuesday, Nov. 18 Agenda

}Bell Ringer: Outline Notes: Craft lesson section

}Outline Practice: Pick some topic that you know information about and outline it

}Outline work time/check

}Work on AoW, read own book, or study for Quiz when outline is done

}Act 3 Quiz today

}AoW work time or reading of independent book when you finish the quiz

}Begin the process of weeding through notes from the movies, focusing on one scene in all three versions (mediums)

Monday, Nov. 17 Agenda

}Bell Ringer: Roots

}Check that you have this defn in your glossary: Dynamic Character- a character who changes throughout the plot due to the events in the story.

}Discuss Friar L’s plan (Act 3 Scene 3 day chart)

}Act 3 Scene 4, Scene 5

}Fill out day chart (Tuesday)

}Translation Practice (pairs translate 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 233-end)

}Soliloquy- in RJ section–what is a soliloquy? With a partner or independently: Pick a soliloquy in the play and explain what the reader/audience learns from it (make sure to explain when it occurs and who is speaking).  Quote specific lines that are important.

}Act 3 Quiz TOMORROW!